本文選題：PARIYATRANGSAN + SCHOOL　； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：近年來(lái)全球范圍內(nèi)“漢語(yǔ)熱”的興起使得海外漢語(yǔ)學(xué)習(xí)者有了低齡化趨勢(shì),學(xué)齡前兒童成為學(xué)習(xí)漢語(yǔ)的新興群體。然而,國(guó)內(nèi)外對(duì)于幼兒漢語(yǔ)教學(xué)的理論和實(shí)踐研究,卻處于相對(duì)滯后的狀態(tài)。幼兒的生理、心理特點(diǎn)決定其在第二語(yǔ)言學(xué)習(xí)方面有別于青少年和成人,針對(duì)這一特定對(duì)象,生搬硬套青少年或成人的教學(xué)方法和模式是不可取的。怎樣根據(jù)幼兒的生理、心理特點(diǎn),選取切合實(shí)際的教學(xué)內(nèi)容和教學(xué)方法,設(shè)計(jì)豐富的課堂活動(dòng),激發(fā)幼兒的學(xué)習(xí)漢語(yǔ)的興趣,是一個(gè)值得探討的課題。本文以二語(yǔ)習(xí)得理論、第二語(yǔ)言教學(xué)理論、學(xué)前教育學(xué)、兒童心理學(xué)等相關(guān)理論為依據(jù),結(jié)合筆者赴泰國(guó)佛丕府PARIYATRANGSAN SCHOOL幼兒園部擔(dān)任漢語(yǔ)教師的教學(xué)經(jīng)歷,探討對(duì)泰幼兒漢語(yǔ)口語(yǔ)課堂教學(xué)的內(nèi)容、原則、方法等。正文分為三個(gè)部分:第一部分,結(jié)合泰國(guó)幼兒的生理、心理特點(diǎn),以及PARIYATRANGSAN SCHOOL幼兒漢語(yǔ)教學(xué)定位,確立了對(duì)泰幼兒漢語(yǔ)口語(yǔ)教學(xué)的目標(biāo)和原則。對(duì)泰幼兒漢語(yǔ)口語(yǔ)教學(xué)定位為啟蒙教學(xué)。這一定位決定了對(duì)泰幼兒漢語(yǔ)口語(yǔ)教學(xué)的教學(xué)目標(biāo)是激發(fā)泰國(guó)幼兒學(xué)習(xí)漢語(yǔ)的興趣,培養(yǎng)他們對(duì)漢語(yǔ)語(yǔ)音的敏感性,突出幼兒的學(xué)習(xí)情感,為今后的漢語(yǔ)學(xué)習(xí)打下基礎(chǔ);同時(shí),對(duì)泰幼兒漢語(yǔ)口語(yǔ)教學(xué)必須遵循一定的教學(xué)原則,其中包括:趣味性原則、及時(shí)重復(fù)原則、直觀形象原則、少“言”多“動(dòng)”原則、及時(shí)獎(jiǎng)勵(lì)原則、適當(dāng)糾錯(cuò)原則等。第二部分,探討了適合PARIYATRANGSAN SCHOOL幼兒學(xué)習(xí)的教學(xué)內(nèi)容。針對(duì)PARIYATRANGSAN SCHOOL幼兒的學(xué)生實(shí)際,本文認(rèn)為應(yīng)重點(diǎn)教授一些關(guān)于生活日常方面的漢語(yǔ)詞匯,以及最簡(jiǎn)單的功能性句型,培養(yǎng)他們“說”漢語(yǔ)的語(yǔ)感。具體來(lái)說,在漢語(yǔ)聽力教學(xué)方面,重點(diǎn)對(duì)幼兒進(jìn)行漢語(yǔ)語(yǔ)音意識(shí)的訓(xùn)練,即培養(yǎng)他們“聽”漢語(yǔ)語(yǔ)音的敏感度。針對(duì)3—4歲的幼兒用兒歌來(lái)培養(yǎng)他們的漢語(yǔ)聲調(diào)意識(shí);5歲的幼兒把聽辨漢語(yǔ)聲母作為其聽力訓(xùn)練的主要內(nèi)容�？谡Z(yǔ)詞匯選取方面,應(yīng)遵循易于理解性、生活常用性、生動(dòng)形象性原則,再者,要突出主題式漢語(yǔ)口語(yǔ)詞匯教學(xué);會(huì)話教學(xué)方面,應(yīng)注重強(qiáng)化幼兒說中文的語(yǔ)感,并且在課堂上有意增加教師與學(xué)生之間的口語(yǔ)交際對(duì)話。第三部分,以筆者在PARIYATRANGSAN SCHOOL幼兒園部具體教學(xué)實(shí)踐結(jié)合第二語(yǔ)言教學(xué)法理論,探究對(duì)泰幼兒漢語(yǔ)口語(yǔ)教學(xué)有效的教學(xué)方法。本文認(rèn)為,游戲法、全身反應(yīng)法、直接法、聽說法、翻譯法等方法可以使學(xué)生在愉快的氛圍中體驗(yàn)學(xué)習(xí)漢語(yǔ)的樂趣,是行之有效的教學(xué)方法。
[Abstract]:In recent years, the rise of "Chinese fever" in the world has made overseas Chinese learners have a trend of younger age, preschool children become a new group to learn Chinese. However, the theoretical and practical research on infant Chinese teaching at home and abroad is lagging behind. The physiological and psychological characteristics of young children determine that they are different from adolescents and adults in second language learning, so it is not advisable to apply the teaching methods and models of teenagers or adults to this particular object. How to select practical teaching contents and teaching methods according to children's physiological and psychological characteristics, design rich classroom activities and stimulate children's interest in learning Chinese is a topic worth discussing. Based on the theories of second language acquisition, second language teaching, preschool education, child psychology and so on, this paper combines the author's teaching experience as a Chinese teacher in the Pariyatran Schol Kindergarten Department of Thailand. This paper discusses the contents, principles and methods of oral Chinese teaching for children in Thailand. The text is divided into three parts: the first part, combined with the physiological and psychological characteristics of Thai children, as well as the Chinese teaching orientation of PariYATRANGSAN Schol, establishes the goals and principles of oral Chinese teaching to Thai children. The teaching of oral Chinese for Thai children is defined as enlightenment teaching. This position determines that the goal of oral Chinese teaching for Thai children is to stimulate Thai children's interest in learning Chinese, to cultivate their sensitivity to Chinese pronunciation, to highlight children's learning feelings, and to lay a foundation for future Chinese learning. The teaching of spoken Chinese for Thai children must follow certain teaching principles, including: interesting principle, timely repetition principle, visual image principle, less "more words" principle, "timely reward" principle, appropriate error correction principle and so on. In the second part, it discusses the teaching contents suitable for ParIYATRANGSAN Schole. In view of the actual situation of the children of PARIYATRANGSAN Schol, this paper suggests that we should focus on teaching some Chinese words about daily life and the simplest functional sentence patterns, so as to cultivate their sense of "speaking" Chinese. Specifically, in the teaching of Chinese listening, the emphasis is on the training of children's phonological awareness, that is, to train their sensitivity to "listen" to Chinese pronunciation. Children aged 3-4 years old use children's songs to cultivate their awareness of Chinese tonality. Children aged 5 years regard listening and distinguishing Chinese consonants as the main content of their listening training. In the selection of oral vocabulary, we should follow the principles of easy to understand, common use of life, vivid visualization, and highlight the topic teaching of spoken Chinese vocabulary, while in conversational teaching, we should pay attention to strengthening the sense of language of children speaking Chinese. And in the classroom intended to increase the dialogue between teachers and students in oral communication. In the third part, the author explores the effective teaching methods for Thai children's oral Chinese teaching by combining the specific teaching practice in the kindergarten department of PARIYATRANGSAN Schol with the theory of the second language teaching method. This paper holds that the methods of game, whole body reaction, direct, listening and speaking, translation and so on can enable students to experience the fun of learning Chinese in a pleasant atmosphere, which is an effective teaching method.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G613.2

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本文編號(hào)：1997776